Improving Gender Equality in Work Organisations by Action Research

2008 ◽  
pp. 903-922
Author(s):  
Tapio Rissanen ◽  
Sirpa Kolehmainen
Keyword(s):  
Action Research ◽  
Gender Equality

Peranan NGO Islam dalam Menangani Agenda Feminisme di Malaysia

2016 ◽  
Vol 1 (1) ◽  
pp. 96-112
Author(s):  
Norsaleha Mohd. Salleh
Keyword(s):  
Action Research ◽  
Gender Equality ◽  
Muslim Women

The aim of the study is to survey the roles of Wanita Ikatan Muslimin Malaysia (Wanita ISMA) (Women of Muslim Association of Malaysia – ISMA Women), an Islamic NGO which efforts are directly involved in repudiation of the feminist agenda in Malaysia. Feminism movement is among the agenda of the enemies of Islam aims to mutilate Muslim women’s personality and identity. It comes in the forms of intellectual invasion, call for freedom, gender equality and humanity. Such slogans successfully created deception and delusion in the eyes of Muslim women like an oasis in the desert till they are viewed as true and evident. The study used action research. ABSTRAK Kajian ini bertujuan meninjau peranan Wanita Ikatan Muslimin Malaysia (Wanita Isma), sebuah NGISMA, kesamarataan, Agenda, kebebasan, feminisme, kempenO Islam yang terlibat secara langsung dalam usaha menolak agenda feminisme di Malaysia. Gerakan feminisme merupakan antara agenda musuh bertujuan untuk merosakkan keperibadian dan jati diri wanita muslimah. Ia datang dalam bentuk serangan pemikiran, seruan kebebasan, kesamarataan gender dan kemanusiaan. Slogan ini berjaya menipu dan mengaburkan mata wanita muslimah sehingga dilihat benar dan nyata seumpama fatamorgana. Kajian ini menggunakan pendekatan kajian tindakan sebagai metodologi dengan menggunakan Model Kajian Tindakan Kemmis & McTaggart. Kajian ini dilakukan berdasarkan empat langkah tindakan iaitu mereflek, merancang, bertindak dan memerhati. Dapatan menunjukkan penolakan ini ditonjolkan melalui Kempen Selamatkan Ummah (KSU), Kempen Tolak Comango, Kempen Muliamu Wanita Kerana Islam, Usrah Wanita , Fiqh Wanita serta melalui seminar dan konvensyen yang diadakan dari semasa ke semasa. Usaha penolakan juga diketengahkan melalui penulisan buku dan kenyataan balas terhadap golongan feminist dalam laman web wanita ISMA, laman buka buku, media ISMAweb serta media liberal seperti MalaysiaKini, Malaysia Insider dan lain-lain. Usaha yang dilakukan ini bagi memberikan kesedaran kepada masyarakat Islam di Malaysia agar semakin peka dan sensitif bagi sama-sama mempertahankan jatidiri dan keperibadian wanita muslimah daripada terpengaruh dengan agenda golongan feminis.    

scholarly journals Drawing Gender Equality: A Participatory Action Research Project with Educators in Northern Uganda

2019 ◽  
Vol 5 (2) ◽  
pp. 135-160
Author(s):  
Shelley Jones
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Gender Equality ◽  
Meaning Making ◽  
Written Language ◽  
Engaged Scholarship ◽  
Participatory Action ◽  
Action Research Project ◽  
Research Project ◽  
Multiple Materials

This paper reports upon an arts-based participatory action research project conducted with a cohort of 30 teachers in rural Northwest Uganda during a one-week professional development course. Multimodality (Kress & Jewitt, 2003; Kress & van Leeuwen, 2001) was employed as a “domain of inquiry” (Kress, 2011) for social semiotics (meaning-making within a social context) within which the participants both represented gender inequality as well as imagined gender equality. Multimodality recognizes the vast communicative potential of the human body and values multiple materials resources (such as images, sounds, and gestures) as “organized sets of semiotic resources for meaningmaking” (Jewitt, 2008, p. 246). Providing individuals with communicative modes other than just spoken and written language offers opportunities to include voices that are often not heard in formal contexts dominated by particular kinds of language, as well as opportunities to consider topics of inquiry from different perspectives and imagine alternative futures (Kendrick & Jones, 2008). Findings from this study show how a multimodal approach to communication, using drawing in addition to spoken and written language, established a democratic space of communication. The sharing and building of knowledge between the participants (educators in local contexts) and facilitator (university instructor/researcher) reflected a foundational tenet of engaged scholarship which requires “…not only communication to  public audiences, but also collaboration with communities in the production of knowledge” (Barker, 2004, p. 126).

Identifying and overcoming barriers to gender equality in Tanzanian schools: Educators’ reflections

2019 ◽  
Vol 6 (1) ◽  
pp. 9-27
Author(s):  
Shelley Jones
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Gender Equality ◽  
Primary Schools ◽  
Transformative Change ◽  
Teachers College ◽  
Gender Constructions ◽  
Gender Based ◽  
June July ◽  
Multimodal Methods

This paper reports on an action research study that took place during a one-week professional development course focused on establishing gender equality in primary schools, held in a Teachers’ College in Southern Tanzania (June/July 2015), in which 28 educators and administrators participated. I draw upon Sarah Ahmed’s (2005) theoretical framework of gender orientations to explore understanding of gender. A feminist, participatory, action research methodology using multimodal methods (Jewitt, 2008; Kress & van Leeuwen, 2001) was used to collect and analyze data. Highlighted are salient aspects activities and discussions in which the participants engaged concerned with constructions and orientations of gender, and gender-based oppression, violence, and discrimination and how these impact girls’ education. I also report on participants’ personal and professional knowledge, understanding, and insights into barriers to, and opportunities for gender equality and their proposed approaches for bringing about change through initiatives they articulated in the gender-responsive school action plans they began to develop. Findings indicate that despite the participants’ interest in learning more about gender constructions and orientations – conceptually as well as practically – and the implied expectation from policies than educators essential in bringing about transformative change leading to gender equality in society, the participants had had little, if any, exposure to policies, initiatives, resources, or professional development to guide and support them. Recommendations including provided professional development opportunities in gender-responsive pedagogy and programming at all schooling levels, and to include educators’ voices, as experts of their own contexts, in future policies, programming, and initiatives.

scholarly journals Naming the parts: a case-study of a gender equality initiative with academic women

2015 ◽  
Vol 30 (5) ◽  
pp. 358-378 ◽  
Author(s):  
Aifric O Grada ◽  
Caitríona Ní Laoire ◽  
Carol Linehan ◽  
Geraldine Boylan ◽  
Linda Connolly
Keyword(s):  
Action Research ◽  
Gender Equality ◽  
Glass Ceiling ◽  
Design Methodology ◽  
Social Structures ◽  
Content Type ◽  
Academic Context ◽  
Different Types ◽  
Structural Levels

Purpose – This paper aims to seek to contribute to current debates about the effectiveness of different types of gender equality interventions in the academic context. This paper presents an argument for the need to move beyond an individual-structural dichotomy in how such interventions are perceived. Design/methodology/approach – The paper draws on an action-research case-study, the Through the Glass Ceiling project, to challenge the idea that “individual”/single-actor interventions serve only to reinforce underlying inequalities by attempting to “fix the women”. Findings – It is suggested that actions that support women in their careers have the potential to achieve a degree of transformation at individual, cultural and structural levels when such actions are designed with an understanding of how individuals embody the gendered and gendering social structures and values that are constantly being produced and reproduced within society and academia. The case study highlights the benefits of supporting individuals as gendered actors in gendering institutions and of facilitating the development of critical gender awareness, suggesting that such interventions are most effective when undertaken as part of an integrated institutional equality agenda. Originality/value – By calling attention to the ongoing mutual construction of actors and practices in organizations, this paper seeks to make both a conceptual contribution to how we understand the (re)production and potential transformation of gender relations in academia and to influence wider policy dialogues on diversity at work.

scholarly journals Educators’ Explorations with Gender Performativities and Orientations: A Participatory Action Research Project in West Nile Sub-Region, Uganda

2019 ◽  
Vol 20 (4) ◽  
pp. 55-77
Author(s):  
Shelley Jones
Keyword(s):  
Action Research ◽  
Transformative Learning ◽  
Participatory Action Research ◽  
Gender Equality ◽  
Teaching Practice ◽  
Participatory Action ◽  
Action Research Project ◽  
West Nile ◽  
School Contexts ◽  
Development Course

This paper discusses findings from a feminist participatory action research study conducted in the West Nile region of Northern Uganda with a group of 35 educators who attended a one-week intensive professional development course focused on promoting gender equality in schools. Through a theoretical and methodological framework of multiliteracies and multimodality, gender constructs were “exposed” (Butler, 1988) and “disoriented” (Ahmed, 2006), opening new spaces for the promotion of gender equality, as well as pedagogical approaches to literacy that the participants could integrate into their own teaching practice to facilitate transformative learning in their own school contexts.

scholarly journals Kynferðisleg áreitni á vinnustað: Aðgerðir, aðgerðaleysi og leiðin fram á við

2019 ◽  
Vol 15 (1) ◽  
pp. 91-112
Author(s):  
Gyða Margrét Pétursdóttir ◽  
Kristín Anna Hjálmarsdóttir
Keyword(s):  
Action Research ◽  
Sexual Harassment ◽  
Gender Equality ◽  
Workplace Culture ◽  
Metropolitan Police ◽  
Barriers And Opportunities ◽  
Gender Based ◽  
Broad Consensus

In the wake of the Icelandic #Metoo movement ways to eliminate sexual harassment, a manifestation of gender-based discrimination, have been called for. A fairly broad consensus seems to exist that policies, procedures and education is the key to success. However, research shows that gender equality projects often face resistance. This article is based on action research conducted at the Reykjavík Metropolitan Police, focusing on formal and informal resistance to analyze barriers and opportunities in equality work aimed at combating sexual harassment. The aim of the research was twofold; to map existing gender structures and to educate. In this article there is a special emphasis on the responses and experiences of the in-group forum designed to educate and raise awareness. The results reveal that there was a tendency to shift the responsibility elsewhere, that resources were limited and that there was a tendency to focus on ‘bad’ individuals instead of seeing sexual harassment as part of the workplace culture. These are examples of both formal and informal resistance. In the in-group forum there was an opportunity to discuss these manifestations of resistance and to discuss different manifestations of sexual harassment. Other organizations can learn from the results when strategizing to combat sexual harassment.

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